Public School Finance Programs of the United States and Canada 1990-1991. Volumes One and Two PDF Download
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Author: Steven David Gold
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 346
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Book Description
These volumes update the three previous editions (published for 1976-77, 1978-79, and 1986-87) by describing school finance programs in 1990-91 in the United States and Canada. This effort is descriptive, rather than prescriptive. The volumes consist of two major parts. The first part provides an overview of the school finance systems in the two countries. The overview draws primarily on information in the state and province descriptions in the second part of volume 1 and all of volume 2 but is supplemented where appropriate by information from other sources. The revenue of U.S. public elementary and secondary schools was $222.7 billion during 1990-91. Nearly half this revenue (48.3 percent) was provided by state governments, 45.5 percent by local governments, and 6.2 percent by the federal government. Revenue per pupil varies from $9,447 in New Jersey to $3,341 in Utah. Information in the state description section is highlighted in a series of tables covering basic state support programs, local support of schools, capital outlay and debt service, transportation, special education, other selected categorical programs, and teacher retirement programs. The second part consists of descriptions of the school finance systems in 49 states and 10 provinces. No description was obtained from West Virginia. This section closes with a listing of state and provincial education department contacts. Numerous tables and figures are included. (MLH)
Author: Steven David Gold
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 346
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Book Description
These volumes update the three previous editions (published for 1976-77, 1978-79, and 1986-87) by describing school finance programs in 1990-91 in the United States and Canada. This effort is descriptive, rather than prescriptive. The volumes consist of two major parts. The first part provides an overview of the school finance systems in the two countries. The overview draws primarily on information in the state and province descriptions in the second part of volume 1 and all of volume 2 but is supplemented where appropriate by information from other sources. The revenue of U.S. public elementary and secondary schools was $222.7 billion during 1990-91. Nearly half this revenue (48.3 percent) was provided by state governments, 45.5 percent by local governments, and 6.2 percent by the federal government. Revenue per pupil varies from $9,447 in New Jersey to $3,341 in Utah. Information in the state description section is highlighted in a series of tables covering basic state support programs, local support of schools, capital outlay and debt service, transportation, special education, other selected categorical programs, and teacher retirement programs. The second part consists of descriptions of the school finance systems in 49 states and 10 provinces. No description was obtained from West Virginia. This section closes with a listing of state and provincial education department contacts. Numerous tables and figures are included. (MLH)
Author: Vincent Munley
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 76
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 412
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 354
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Book Description
Author:
Publisher:
ISBN:
Category : Statistics
Languages : en
Pages : 1056
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Book Description
Author: Robert W. Rafuse
Publisher:
ISBN:
Category : Expenditures, Public
Languages : en
Pages : 132
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Book Description
Author: Kenneth K. Wong
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
This book examines the fundamental role of politics in funding our public schools and fills a conceptual imbalance in the current literature in school finance and educational policy. Unlike those who are primarily concerned about cost efficiency, Kenneth Wong specifies how resources are allocated for what purposes at different levels of the government. In contrast to those who focus on litigation as a way to reduce funding gaps, he underscores institutional stalemate and the lack of political will to act as important factors that affect legislative deadlock in school finance reform. Wong defines how politics has sustained various types of "rules" that affect the allocation of resources at the federal, state, and local level. While these rules have been remarkably stable over the past twenty to thirty years, they have often worked at cross-purposes by fragmenting policy and constraining the education process at schools with the greatest needs. Wong's examination is shaped by several questions. How do these rules come about? What role does politics play in retention of the rules? Do the federal, state, and local governments espouse different policies? In what ways do these policies operate at cross-purposes? How do they affect educational opportunities? Do the policies cohere in ways that promote better and more equitable student outcomes? Wong concludes that the five types of entrenched rules for resource allocation are rooted in existing governance arrangements and seemingly impervious to partisan shifts, interest group pressures, and constitutional challenge. And because these rules foster policy fragmentation and embody initiatives out of step with the performance-based reform agenda of the 1990s, the outlook for positive change in public education is uncertain unless fairly radical approaches are employed. Wong also analyzes four allocative reform models, two based on the assumption that existing political structures are unlikely to change and two that seek to empower actors at the school level. The two models for systemwide restructuring, aimed at intergovernmental coordination and/or integrated governance, would seek to clarify responsibilities for public education among federal, state, and local authorities-above all, integrating political and educational accountability. The other two models identified by Wong shift control from state and district to the school, one based on local leadership and the other based on market forces. In discussing the guiding principles of the four models, Wong takes care to identify both the potential and limitations of each. Written with a broad policy audience in mind, Wong's book should appeal to professionals interested in the politics of educational reform and to teachers of courses dealing with educational policy and administration and intergovernmental relations.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 364
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Book Description
Author: Joyce D. Stern
Publisher: Improvement of Practice
ISBN:
Category : Education
Languages : en
Pages : 148
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Book Description
This report focuses on the status of rural education and is intended to provide information to education researchers, policymakers at the federal and state levels, as well as others concerned about issues in rural education. Specifically, the goal is to increase federal policymakers' attention to rural education problems, promote improvements in rural schools, and stimulate further research on rural education. This report documents how rural conditions are sufficiently different from urban ones to warrant being examined independently, and it endorses the hypothesis that a single set of public policies may not adequately address educational issues in rural versus urban settings. National data, mainly from surveys by the National Center for Education Statistics, are synthesized covering the following topics: (1) economic and demographic context of rural education; (2) location and characteristics of rural schools and school districts; (3) relationship between the rural school and its community; (4) policies and programs benefiting rural education; (5) profiles of educators in rural schools; (6) effects of education reform in rural schools; (7) public school finance policies and practices affecting rural schools; (8) assessment of student performance in rural schools; (9) education and work experiences of rural youth; and (10) the future of rural education. The report contains numerous data tables and a section describing statistical data sources and methodology. (LP)
Author: John Augenblick
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 42
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Book Description
